April 21, 2014 Superintendent’s Day Conference

School Counseling Presentation

By Sara HenrySchool Counselor

LaFargeville Central School District

Getting to Know Your School Counseling

Program: Collaboration to Help Our Students

What does she do? What is new in NYS School Counseling LCS Stats to Share Students in Crisis Learn to identify, approach and refer students

who are at risk for suicide or psychological distress

Training program

Goals

(Professional) School CounselorTrained, certified educators who uphold ethical and

professional standards to design, implement, manage & evaluate comprehensive, developmental, results-based school counseling programs that promote & enhance student success

Programs should be focused on student outcomes & preventative in design

Designed to help ALL students develop competencies in academic achievement, person and social development and career planning

Recommendation that 80% time is spent in direct or indirect services to students w/ recommended ratio of 250:1

Counselors as leaders, advocates and collaboratorsEffectiveness uses data to determine how students are

different as a result of the program

ASCA’s National Model 2003/ Standards 1997

Originally coined in early 20th century as vocational guidance counselors / 50’s – 60’s greater push to push students into careers and off to college

Idea that students needed help w/ personal or social issues was not considered as a guidance counselor’s role

Society became more complex, counselors needed to do much more than “guide”

Negative view of “guidance” developed

Guidance Counselor (used until mid- 1980’s)

Lens 1: Standards & Accountability~Mandated PK-12 SC with case load ratios~Clearly defined roles based upon ASCA model~Centralized NYS regional support and info portal

Lens 2: Administrative & Community Support~Advisory committees with all stakeholders~Examine educational funding formulas~Create task force for SC program reviews

Lens 3: Curriculum & Instructional~Improve & standardize counselor ed programs~NYS clearing house of data for evidence-based exemplary programs

Lens 4: Professional Development~Relevant, current prof. dev (175 h every 5 yrs)~Mandated training for Admin certification re: ASCA model

4/7– 4/8 New York State School Counselor Summit

Regular Work Hours

What does she do?

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What does she do?Outside of regular day

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2013 – 2014 LCS Stats7/1/13 – 12/31/13

Saw 42 students for personal counseling issues4 individuals logged over 200 min (3 h)3 individuals logged between 400 – 500+ min

(> 8hr)

7/1/13 – 4/11/1423 suicidal ideation referrals/ threats***hospitalizations***referrals

National StatisticsSuicide is the 3rd leading cause of death

between the ages of 10-1916 % seriously consider suicide (16 % of 260

=41)12 % have made a plan (12 % of 260 =31)6 % have attempted (6 % of 260 = 15)There are much higher rates of suicides in

rural areas (greater access to lethal means – 60 % are gun-related)

Very few suicides or attempts actually happen in school, but many students will exhibit warning signs, that if recognized and acted upon, could prevent a tragedy

As a teacher or school staff member, you have day-to-day contact with many students whom have problems that could result in death or serious injury by their own hand. You are therefore well-positioned to observe students’ behaviors and act when you suspect that a student may be at risk of self harm

This makes most of us uncomfortableSo…. How do we help

The Role of School Staff in Preventing Suicide

Take an Honest Inventory of our own Fears and Biases

An attempt to solve a problem of intense emotional pain with impaired problem-solving skills (an alternative to a seemingly unsolvable problem)

Crisis thinking impairs problem solvingA suicidal person is often ambivalentSuicidal choice has an irrational componentSuicide is a form of communication

Video: http://www.youtube.com/watch?v=3BByqa7bhto&app=desktop

What is Suicide?

Understanding the Mind of a Suicidal Teen

Warning Signs

Joiner’s Theory of Suicide

The Perfect Storm Any 2 factors = Desire to be dead + 3rd factor = need capacity. All factors must converge powerfully & simultaneously

2 Psychological Experiences:Thwarted Belongingness (Isolation, social

disconnection to something larger than oneself)“I was a mistake”“I never should have been born”We are hardwired to be in relationships with

others

Perceived Burdensomeness“I cause trouble for my friends or family”“I am worth more dead to the people that love

me than I am alive”Loss of sense of purpose

Capacity for Suicide (know-how & fearlessness, despite pain involved)“I know how to access lethal means”“ I am not afraid to die”Have often practiced (a lot) ~ Fearlessness acquired

through kind of conditioningTolerance of repeated, painful physical trauma(disinhibits

a person form the fear of pain and death associated with suicide)

Repeated rehearsal of disturbing or suicidal thoughts/behaviors

Which reduce initial emotional / physical impact over timeHave deadened the “fight or flight” mechanism (e.g.,

substances) – overcome the instinct for self-preservation

2 Factors alone, not enough to make a person act on the desire to be dead

Mental, alcohol, or substance use disordersHistory of trauma or abusePast suicide attempt(s) or family history of

suicide*Recent loss events (relationship, status, face)-

often a triggering eventTraumaEasy access to lethal meansLack of social supportsStigma associated with help-seeking behaviorBarriers to accessing treatmentContagion / Family HistoryDepression (lazy, stupid, bad, crazy)

Risk Factors

Hopeless, helpless, sad, burdensomenessPhysical or emotional painFeeling victimized, humiliated, worthlessNeeding to escapeLoss of interests, energy, appetite, sleepProblems w/ decision-making, relationshipsChanges in behavior – restless, irritable, RECKLESS,

isolation, drug use, disobedienceExpressions of death or suicide in writings or art or

speech (sometimes these are just expressions)Sudden deterioration in academic performanceSelf-mutilation to cope with emotional painAfter the fact: obvious

Warning Signs

Fixation with death or violenceUnhealthy peer relationships (circle of friends

dramatically changes for no apparent reason)Volatile mood swingsInvolvement in abusive relationshipsRisk-taking behaviorsSigns of an eating disorderDifficulty in adjusting to gender identityBullyingNeglecting appearance or hygiene

Warning Signs

“Aww, life’s not so bad…. You don’t really want to kill yourself (nothing worse than having your feelings denied)

It will get betterYou have been through much worseOh, you are youngDon’t ask them why they want to die…. Will make

them angrySuccessful suicide (implies accomplishment)Commit Suicide (pejorative)

Instead: say Completed Suicide

What Not to Say

What is going on in your life that is so bad that you want to kill yourself (use open-ended questions)

Tell me more…Connect with the student and let them know that you

don’t pretend to know what they are going through or that you have all the answers but you care about them and want them to be safe.

Ask questions in ways that are not stigmatizingRefer them to help as soon as possible, document and

support themRemember: most kids want an adult to take charge for

them (many have adults in their life who have abdicated this responsibility)

Present in terms of coping rather than problem-solvingEncourage resiliency and protective factors

How can I help

“You told me reasons you want to die, now tell me reasons that might be reasons to live:

“Together, we can try to manage this”“I care about you, and want to help you”“If you had a magic power to change something in your life,

what would it be” (if they can’t answer, they have lost their imagination….. truly in crisis)

Use concrete metaphors (when catastrophizing the ability to think abstractly is diminished)

Assess desire, intent, and level of suicidal behaviorTell us if you are dealing with suicide-related curriculumTell us when students self-discloseRecognize at-risk individualsCentralized reporting: School CounselorAlert us to indicators on social media – take a picture

How Can I help

Respect & acceptance for differencesSchool connectednessAcademic successOpportunities to contributeYouth developmentMentoring

Protective Factors

LCS: School-based suicide prevention program ~ Sources of Strength

https://www.youtube.com/watch?v=dfqWwquDGH4&feature=youtu.be

This is a video I created as a Sources of Strength co-advisor in an attempt to model the types of stories our student leaders could share during their classroom presentations.

I was given the task of highlighting Mental Health and Medical Access as my story.

Sabrina is a fictional character whom I created as a vignette of many of the emotions and concerns I have heard from students over the past 11 years in my counseling office

Let them know they are not alone

Kognito TrainingEvidence of Domain 4Print completion certificate

https://highschool.kognito.com/newyork